Pub Date : 2022-10-28DOI: 10.1080/01596306.2022.2140124
Peter J. Woods, Karis Jones
ABSTRACT Responding to both recent interest in sound within qualitative education research and sound studies literature that conceptualizes sound as a posthuman technology, we use this paper to explore the following research questions: How does sound both enact and unveil posthuman learning ecologies? And how can education scholars engage sound within posthuman research? Through a posthuman framework, we position noise as an analytical tool for exploring and unveiling more-than-human relations. We then draw parallels between posthuman qualitative research into sound (via noise) and the ideological foundation of experimental music, a musical tradition deeply invested in working with sound as an agentic actor. Within this alignment, we propose using graphic scores to transcribe sonic data without reinscribing humanist research aims. To illustrate, we provide a micro-analysis of preservice teachers engaged in a role-playing game activity and uncover the ways sound asserts its agency within learning ecologies.
{"title":"Players chatter and dice clatter: exploring sonic power relations in posthuman game-based learning ecologies","authors":"Peter J. Woods, Karis Jones","doi":"10.1080/01596306.2022.2140124","DOIUrl":"https://doi.org/10.1080/01596306.2022.2140124","url":null,"abstract":"ABSTRACT Responding to both recent interest in sound within qualitative education research and sound studies literature that conceptualizes sound as a posthuman technology, we use this paper to explore the following research questions: How does sound both enact and unveil posthuman learning ecologies? And how can education scholars engage sound within posthuman research? Through a posthuman framework, we position noise as an analytical tool for exploring and unveiling more-than-human relations. We then draw parallels between posthuman qualitative research into sound (via noise) and the ideological foundation of experimental music, a musical tradition deeply invested in working with sound as an agentic actor. Within this alignment, we propose using graphic scores to transcribe sonic data without reinscribing humanist research aims. To illustrate, we provide a micro-analysis of preservice teachers engaged in a role-playing game activity and uncover the ways sound asserts its agency within learning ecologies.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"754 - 767"},"PeriodicalIF":1.7,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44506933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-19DOI: 10.1080/01596306.2022.2135074
D. Butler
A Camilla Addey, Teachers College Columbia University, USA John Ainley, Australian Council for Educational Research, Australia Jennifer Alford, Queensland University of Technology, Australia Tim Anderson, University of Victoria, Canada Vanessa Andreotti, University of British Columbia, Canada Andrea Arce-Trigatti, Tennessee Tech University, USA Ben Arnold, Deakin University, Australia Glenn Auld, Deakin University, Australia
A Camilla Addey，美国哥伦比亚大学教师学院John Ainley，澳大利亚教育研究理事会，澳大利亚Jennifer Alford，澳大利亚昆士兰科技大学Tim Anderson，加拿大维多利亚大学Vanessa Andreotti，加拿大英属哥伦比亚大学Andrea Arce-Trigatti，美国田纳西理工大学Ben Arnold，澳大利亚迪肯大学Glenn Auld，澳大利亚迪肯大学
{"title":"Discourse thanks reviewers, 2022","authors":"D. Butler","doi":"10.1080/01596306.2022.2135074","DOIUrl":"https://doi.org/10.1080/01596306.2022.2135074","url":null,"abstract":"A Camilla Addey, Teachers College Columbia University, USA John Ainley, Australian Council for Educational Research, Australia Jennifer Alford, Queensland University of Technology, Australia Tim Anderson, University of Victoria, Canada Vanessa Andreotti, University of British Columbia, Canada Andrea Arce-Trigatti, Tennessee Tech University, USA Ben Arnold, Deakin University, Australia Glenn Auld, Deakin University, Australia","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"43 1","pages":"1000 - 1004"},"PeriodicalIF":1.7,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47848510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.1080/01596306.2022.2131738
Achala Gupta
ABSTRACT Sociological inquiries on parental involvement seldom consider the investments parents make in themselves to realise educational advantages in their children's schooling. This gap hides the processes underlying class-making and class-produced privileges. To address this gap, this article investigates middle-class mothers’ participation in tutoring and coaching for spoken English in Dehradun, India, focusing on their reasons for soliciting such paid tutoring support. It shows that mothers subscribe to these services to facilitate home-teaching, productive communication with their children, and effective home-school partnerships. Mothers’ subscription to private tuition emerges in this context as a source of cultural capital that parents use to unlock their middle-class identity and privilege in the educational landscape. The article argues that English private tutoring is a case of a capital exchange – economic for cultural and social forms of capital – which parents may use to accumulate key resources and produce, maintain, and intergenerationally sustain their middle-classness.
{"title":"Middle-class mothers’ participation in tutoring for spoken English: a case of unlocking middle-class identity and privilege in contemporary India","authors":"Achala Gupta","doi":"10.1080/01596306.2022.2131738","DOIUrl":"https://doi.org/10.1080/01596306.2022.2131738","url":null,"abstract":"ABSTRACT Sociological inquiries on parental involvement seldom consider the investments parents make in themselves to realise educational advantages in their children's schooling. This gap hides the processes underlying class-making and class-produced privileges. To address this gap, this article investigates middle-class mothers’ participation in tutoring and coaching for spoken English in Dehradun, India, focusing on their reasons for soliciting such paid tutoring support. It shows that mothers subscribe to these services to facilitate home-teaching, productive communication with their children, and effective home-school partnerships. Mothers’ subscription to private tuition emerges in this context as a source of cultural capital that parents use to unlock their middle-class identity and privilege in the educational landscape. The article argues that English private tutoring is a case of a capital exchange – economic for cultural and social forms of capital – which parents may use to accumulate key resources and produce, maintain, and intergenerationally sustain their middle-classness.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"739 - 753"},"PeriodicalIF":1.7,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48653048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-22DOI: 10.1080/01596306.2022.2124959
J. Gerrard
ABSTRACT In response to the contemporary problematic of populism and associated reactionary right-wing politics, this paper argues for a greater analytic focus on the role of schools and teacher expertise in understanding the social relations of populism. This conceptual paper builds a conjunctural conceptualisation of populism that understands it as an invariable political modality of modern democracies, mobilised to different political ends. Extending this analysis, I explore the ways in which schools and teacher expertise lie at the heart of the populist tension between the ‘expert’ and the ‘layperson’. The social relationships to knowledge and knowledge-making institutions are fundamental to populism as well as the hierarchies of being understood (or not) as a ‘knower’ capable of truth-claims in modern liberal democracies. I conclude by arguing the need to engage in the social relations of ‘popular’ and ‘expert’ knowledge claims and the politics that underlie them.
{"title":"The educational dynamics of populism: schooling, teacher expertise and popular claims to knowledge","authors":"J. Gerrard","doi":"10.1080/01596306.2022.2124959","DOIUrl":"https://doi.org/10.1080/01596306.2022.2124959","url":null,"abstract":"ABSTRACT In response to the contemporary problematic of populism and associated reactionary right-wing politics, this paper argues for a greater analytic focus on the role of schools and teacher expertise in understanding the social relations of populism. This conceptual paper builds a conjunctural conceptualisation of populism that understands it as an invariable political modality of modern democracies, mobilised to different political ends. Extending this analysis, I explore the ways in which schools and teacher expertise lie at the heart of the populist tension between the ‘expert’ and the ‘layperson’. The social relationships to knowledge and knowledge-making institutions are fundamental to populism as well as the hierarchies of being understood (or not) as a ‘knower’ capable of truth-claims in modern liberal democracies. I conclude by arguing the need to engage in the social relations of ‘popular’ and ‘expert’ knowledge claims and the politics that underlie them.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"727 - 738"},"PeriodicalIF":1.7,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46281218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-08DOI: 10.1080/01596306.2022.2120456
M. Sellars, Scott Imig
ABSTRACT Schools reflect society and societies reflect the schooling of their citizens. Amidst the Covid Pandemic, the failures of many nations to respond effectively and in an equitable manner have been on display for the world. The authors highlight the failure of neoliberal educational policies to create compassionate societies and propose a radical overhaul of Western schooling. Using Leithwood’s four paths model to frame their proposal, the authors offer guidance for principals to create schools modelled on care and compassion that may help to ameliorate the societal ills on display in nations such as the United States, the United Kingdom, and Australia. To accomplish this, a new understanding of community and conscience must emerge that draws from lessons learned prior to industrialisation, technological advances and a singular focus on self-interest.
{"title":"Mirror, mirror on the wall? Is there anything fair in here at all? Examining the current relationship of school and society","authors":"M. Sellars, Scott Imig","doi":"10.1080/01596306.2022.2120456","DOIUrl":"https://doi.org/10.1080/01596306.2022.2120456","url":null,"abstract":"ABSTRACT Schools reflect society and societies reflect the schooling of their citizens. Amidst the Covid Pandemic, the failures of many nations to respond effectively and in an equitable manner have been on display for the world. The authors highlight the failure of neoliberal educational policies to create compassionate societies and propose a radical overhaul of Western schooling. Using Leithwood’s four paths model to frame their proposal, the authors offer guidance for principals to create schools modelled on care and compassion that may help to ameliorate the societal ills on display in nations such as the United States, the United Kingdom, and Australia. To accomplish this, a new understanding of community and conscience must emerge that draws from lessons learned prior to industrialisation, technological advances and a singular focus on self-interest.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"713 - 726"},"PeriodicalIF":1.7,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44814567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.1080/01596306.2022.2117096
Simone Galea, David Rousell
How does teaching think? How does thinking teach? What open a wider and deeper sense of teaching as thinking-with the teaching as thinking-with (human and nonhuman) others?
{"title":"Rethinking teaching: alternative ontologies of educational praxis and thought","authors":"Simone Galea, David Rousell","doi":"10.1080/01596306.2022.2117096","DOIUrl":"https://doi.org/10.1080/01596306.2022.2117096","url":null,"abstract":"How does teaching think? How does thinking teach? What open a wider and deeper sense of teaching as thinking-with the teaching as thinking-with (human and nonhuman) others?","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"43 1","pages":"659 - 665"},"PeriodicalIF":1.7,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48450387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-25DOI: 10.1080/01596306.2022.2104811
Saira Fitzgerald
ABSTRACT As part of the global education industry, the International Baccalaureate (IB) plays an important role in education systems around the world. Although laudatory descriptions of the IB abound, knowledge about it remains vague and superficial, relying predominantly on information produced by the IB organization or its affiliates. To gain fresh insight into the IB phenomenon, this study combines corpus linguistics and critical discourse analysis to examine representation of the IB around the world in non-IB generated data. Based on the principle that choice in language is not random, meaning is intimately connected with the way words are used, a 23 million word corpus of global press articles and Sketch Engine, patterns of typicality are analyzed to uncover values associated with the IB that are taken for granted. Findings show hegemonic ways of talking about the IB in highly positive terms tied to corresponding discourses of deficiency surrounding other education systems.
{"title":"The discursive representation of the International Baccalaureate in the global press: a computer-assisted discourse analysis","authors":"Saira Fitzgerald","doi":"10.1080/01596306.2022.2104811","DOIUrl":"https://doi.org/10.1080/01596306.2022.2104811","url":null,"abstract":"ABSTRACT As part of the global education industry, the International Baccalaureate (IB) plays an important role in education systems around the world. Although laudatory descriptions of the IB abound, knowledge about it remains vague and superficial, relying predominantly on information produced by the IB organization or its affiliates. To gain fresh insight into the IB phenomenon, this study combines corpus linguistics and critical discourse analysis to examine representation of the IB around the world in non-IB generated data. Based on the principle that choice in language is not random, meaning is intimately connected with the way words are used, a 23 million word corpus of global press articles and Sketch Engine, patterns of typicality are analyzed to uncover values associated with the IB that are taken for granted. Findings show hegemonic ways of talking about the IB in highly positive terms tied to corresponding discourses of deficiency surrounding other education systems.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"695 - 712"},"PeriodicalIF":1.7,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49181434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-19DOI: 10.1080/01596306.2022.2077702
A. Willis, C. Manathunga, Hope OChin, Shelley Davidow, P. Williams, M. Raciti, Kathryn Gilbey
ABSTRACT The Wandiny creative gathering of Indigenous and non-Indigenous poets, artists, Elders, and participants across Australia actively sought to foreground First Nations voices, stories, poetry, art, and ontology. This paper presents the auto-ethnographic reflections from the event organisers, demonstrating that participation in a gathering that honours Eldership and Country is a profoundly personal and spiritual experience. Following a call-and-response format, the event promoted deep listening and responsive writing contributed to a cultural sense of being and understanding.
{"title":"Listen with your heart: auto-ethnographic reflection on the Wandiny creative gathering","authors":"A. Willis, C. Manathunga, Hope OChin, Shelley Davidow, P. Williams, M. Raciti, Kathryn Gilbey","doi":"10.1080/01596306.2022.2077702","DOIUrl":"https://doi.org/10.1080/01596306.2022.2077702","url":null,"abstract":"ABSTRACT The Wandiny creative gathering of Indigenous and non-Indigenous poets, artists, Elders, and participants across Australia actively sought to foreground First Nations voices, stories, poetry, art, and ontology. This paper presents the auto-ethnographic reflections from the event organisers, demonstrating that participation in a gathering that honours Eldership and Country is a profoundly personal and spiritual experience. Following a call-and-response format, the event promoted deep listening and responsive writing contributed to a cultural sense of being and understanding.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"607 - 623"},"PeriodicalIF":1.7,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44234347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-06DOI: 10.1080/01596306.2022.2072272
D. Mulcahy, M. Martinussen
ABSTRACT Based on empirical research with working-class students studying in Australian universities, this article frames class as a structuring relation, but also as a series of affective events, through which we emphasise capacities. Putting the concept of class in conversation with two analytics of affect, we show how class is a relational site of struggle in which subjectivities and socio-material arrangements come together to produce emergent yet patterned effects. Lines of inquiry are opened up that go beyond the reproduction of inequalities, which tends to command attention in customary critical class analysis. Class struggle is enacted via events of an affective-discursive-material kind that constrain and capacitate. While working-class identifications are normatively devalued, working-class students hold on to them, enacting classed subjectivities affirmatively. We suggest that expanding class analysis to include affective capacities illuminates new dimensions of class struggle.
{"title":"Affective enactments of class: attuning to events, practice, capacity","authors":"D. Mulcahy, M. Martinussen","doi":"10.1080/01596306.2022.2072272","DOIUrl":"https://doi.org/10.1080/01596306.2022.2072272","url":null,"abstract":"ABSTRACT Based on empirical research with working-class students studying in Australian universities, this article frames class as a structuring relation, but also as a series of affective events, through which we emphasise capacities. Putting the concept of class in conversation with two analytics of affect, we show how class is a relational site of struggle in which subjectivities and socio-material arrangements come together to produce emergent yet patterned effects. Lines of inquiry are opened up that go beyond the reproduction of inequalities, which tends to command attention in customary critical class analysis. Class struggle is enacted via events of an affective-discursive-material kind that constrain and capacitate. While working-class identifications are normatively devalued, working-class students hold on to them, enacting classed subjectivities affirmatively. We suggest that expanding class analysis to include affective capacities illuminates new dimensions of class struggle.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"667 - 678"},"PeriodicalIF":1.7,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48988279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-06DOI: 10.1080/01596306.2022.2070726
David Lundie
ABSTRACT This essay reflects on the longer-term challenges posed to societal, political and educational sectors following the imposition of a shutdown of schools and universities by many governments around the world in response to the COVID-19 pandemic of 2020. Using Rene Girard’s analysis of festivals as concealing originary violence, it reflects on the exposure to critique of practices of enclosure, including traditional brick-and-mortar schooling. Drawing on Girard’s treatment of undifferentiation and false differentiation, it poses the question of what role remains for education under undifferentiated conditions, without the logic of enclosure. The author suggests a Girardian episteme offers a more insightful theoretical contribution under these conditions, compared to an episteme drawn from one of the sectors which is in flux in this time of crisis. Behind the familiar critique that the practices of schooling serve only the purposes of capitalism, a more devastating and more liberating conclusion is offered; that the practices of enclosure (encompassing both the school and the workplace) serve only the purposes of enclosure.
{"title":"Enclosure and undifferentiation: on re-reading Girard during the COVID-19 pandemic","authors":"David Lundie","doi":"10.1080/01596306.2022.2070726","DOIUrl":"https://doi.org/10.1080/01596306.2022.2070726","url":null,"abstract":"ABSTRACT This essay reflects on the longer-term challenges posed to societal, political and educational sectors following the imposition of a shutdown of schools and universities by many governments around the world in response to the COVID-19 pandemic of 2020. Using Rene Girard’s analysis of festivals as concealing originary violence, it reflects on the exposure to critique of practices of enclosure, including traditional brick-and-mortar schooling. Drawing on Girard’s treatment of undifferentiation and false differentiation, it poses the question of what role remains for education under undifferentiated conditions, without the logic of enclosure. The author suggests a Girardian episteme offers a more insightful theoretical contribution under these conditions, compared to an episteme drawn from one of the sectors which is in flux in this time of crisis. Behind the familiar critique that the practices of schooling serve only the purposes of capitalism, a more devastating and more liberating conclusion is offered; that the practices of enclosure (encompassing both the school and the workplace) serve only the purposes of enclosure.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"624 - 634"},"PeriodicalIF":1.7,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45837179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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